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Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Kennedey DeRuiter


Date October, 24th

Subject/ Topic/ Theme

What is History? Grade ____2nd____________

I. Objectives
How does this lesson connect to the unit plan?
Social Studies unit on the concept and practices of history: what is history and how do we study it?
cognitiveR U Ap An E C*

Learners will be able to:


- define the study of history as a study of past events, people, and culture.

Make distinctions between the past and present in a given text.

Demonstrate chronological thinking by distinguishing among past, present and future using family or school events.

Look for evidence or clues about the past in the words and pictures of a book

physical
development

socioemotional

R, U
A
A
An

Common Core standards (or GLCEs if not available in Common Core) addressed:
SL 2.1 Participate in collaborative conversations with diverse partners about garde 2 topics and texts with peers and adults.
RI. 26 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start


Identify prerequisite
knowledge and skills.

Outline assessment
activities
(applicable to this lesson)

What barriers might this


lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

Because this is the first lesson in social studies, there are not significant prerequiste knowledge or
skills required in that area. Prerequisite skills for the lesson would also be reading and writing skills.
Pre-assessment (for learning): Reading and writing skills tested through DIBELS and English literacy tests. 2/17
students displayed grade 2 average comprehension level on DIBELS.
Formative (for learning): informally evaluate verbal responses of students during group discussion and
participation in filling out t-chart to record clues from pictures and words that the story takes place in the past.
Students responses to Comparing the past and present worksheet
Formative (as learning): as students fill out past and present worksheets, books are available to look for ideas.
Example sheet is on the elmo.
Summative (of learning): -Provide Multiple Means of
Provide Multiple Means of Action
Provide Multiple Means of
Representation
and Expression
Engagement
Provide options for perceptionProvide options for physical actionProvide options for recruiting
making information perceptible
increase options for interaction
interest- choice, relevance, value,
authenticity, minimize threats
Show video with pictures(visual)
Students sit on rug for story and to
and reading(audio) of ox cart man.
help fill out t-chart (on chart paper). Students fill out comparing the
past and present workseet or fill
(Students verbally give words and
Students return to desk/work area
out their own t-chart comparing the
pcitures, teacher writes)
to fill out personal t-chart.
past and the present.
Students and teacher write to fill
out T-chart with words and pictures
that give clues about the past.

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Students stand in front of class to


share their sentences about the
differences in the past and the
present.

Draw things in the past from the


book and draw things from the
present on the compare worksheet.

Provide options for language,


mathematical expressions, and
symbols- clarify & connect
language
Vocabulary slides in English and
Spanish
Vocabulary:
Past, el pasado
Present, el presente
History, la historia
Historian, el historiador
Wool, la lana
Sheared, esquilar
Shawl, el chal
Spinning wheel, rueca
Linen, el lino
Flax, el lino
Shingles, guijos
Kettle , el hervidor

Provide options for expression and


communication- increase medium
of expression

Text on handout of the book is


large so students can easily
follow along

Provide options for sustaining effort


and persistence- optimize
challenge, collaboration, masteryoriented feedback

have sticks with students names


on them to call on them for
answers to reading questions.

Give bigger pieces of paper to


students who cant write small
enough to fit on t-chart
(Give the option to fill in t-chart
by typing.)

http://www.spanishdict.com/
Provide options for comprehensionactivate, apply & highlight
Show video with pictures(visual)
or read concrete copy of book and
reading(audio) of ox cart man.
(Students verbally give words and
pictures, teacher writes)
Students and teacher write to fill
out T-chart with words and pictures
that give clues about the past.
Students then have the option to
write their own t-chart or compete
comparing the past and present
worksheet

Show pictures with vocabulary


words

Provide options for executive


functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Prompt students to think about


what they would take to the
store to sell and how they would
take it. do we use wagons to
carry things today?
What would you make if you
lived on the farm with the
oxcart mans family?
have a poster that displays the
different ways we learn about
history. Add to it each time we
learn about a new way.

Provide options for self-regulationexpectations, personal skills and


strategies, self-assessment &
reflection

Display a checklist of the things


that students are expected to do
with their comparing
-draw pictures of
1. vehicles
2. buildings
3. clothes
4. technology
that people used in the past
-draw pictures of these things on
the other side in the present.
How are these things different?
Write a sentence about the
things of the past and one
sentence about the present.
Show example page
Complete the sentences below
on your worksheet.

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

https://www.youtube.com/watch?v=Bdbi-_nwQuc or hardcopy of Oxcart Man


t-chart on chart paper
personal t-chart hand out
Comparing the past and present worksheet
vocabulary cards and powerpoint (large to review before reading)
poster board (how to be historians)
Tables are in groups of four students. Students have adequate space to sit on the rug.

How will your classroom


be set up for this lesson?

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III. The Plan


Time

Components
Motivation
(opening/
introduction/
engagement)

Describe teacher activities


AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Using vocabulary powerpoint #1 and #2, teachers
All students stand:
introduces topic of past vs. present. (power point
Turn to a partner.
presentation)
Students share what they did yesterday in an effort
Asks students to share with a partner something
to relate the idea of past events to their own life.
they did yesterday, then asks a student to share
Student shares what they are doing right now in an
what they are doing right now. (past and present,
effort to relate the idea of present to whats
pasado y presente). put sentence prompts on the
happening right now.
board.
I ate_____ for lunch yesterday. What did you do
Students are sitting on the rug in a circle
yesterday after school? What are you wearing
today? How is it different from what you wore
yesterady? What you are eating for lunch today?
These may seem like silly questions, but they help
us think a little bit about what we did in the past
and what we are doing in the present.
Vocabulary word #3 discusses history explain
how history is a study of the past.
History is a study of the past too, but most of the
time not just yesterday or last week but many years
ago.
How old were you 3 years ago? 2 years ago?Were
you different or the same? You were different. We
study history because things change over time. We
want to know how people lived long ago and how
life has changed and become better or worse or
just different.

Development
(the largest
component or
main body of
the lesson)

Now we are going to read a book called the Oxcart


Man.
Show picture of oxcart man cover. Ask students if
the book is in the past or the present. How do you
know?
Before we read lets go over some words that we
might not know.
Vocabulary powerpoint (the rest)
Go over words and have students say the word
together. Explain each word along with text
definition.
(T-chart has been drawn on chart paper)

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Students are called on using sticks to offer up


evidence from book that the book is in the past.

Have students repeat vocabulary word my turn


your turn

Explain that in order to prove a story happens in


the past, we need to find evidence, or clues about
the past. We can do this by finding pictures or
words that give us clues about the past and we can
chart this together using the t-chart.
When you hear something you want to record or
see something that tells you that life in this book is
different from life today, raise your hand.
Read Oxcart Man
Have students raise their hand when they have
something they would like to record.
When finished, discuss how clues about the past
tell us information about the past: the ways people
travel, the buildings, the clothes that were worn,
what businesses were around, etc.
Have students then chose between filling out their
own t-chart of the story labeled past and present
or a worksheet comparing the past and the present
by drawing pictures and writing a sentence about
the past and the present. Example: in the past
people rode horses. In the present people drive in
trucks.

Students fill out personal t-chart or comparing the


past and present worksheet.
Students have written instructions via powerpoint
to follow to know what they are supposed to be
doing.
1. Past-Present chart
a. writing or drawing pictures of things in the
past and things in the present
b. Be prepared to share your chart with the
class.
2. Comparing the past and present worksheet
a. drawing pictures from past and present and
writing a sentence about the past and the
present.
If theres time, have students come to the front of
the class to share their work with the class.

Closure
(conclusion,
culmination,
wrap-up)

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Students return to rug


Back to vocabulary powerpoint: Historian
A historian is someone who studies history. We
have been working as historians because we have

been gathering information from pictures and


words in this book about the past.
Turn to your neighbor and tell them a way that we
used to learn about the past.
What is a way that we used today to learn about
the past? What did we use to learn about the past?
We used a book, a story. We also used pictures.
These are ways we can learn about the past and we
will keep learning about ways that we can learn
about the past.
We will keep track of how we can be historians,
using this poster.
Add books, words, pictures to the poster.

Call on students to answer what we have used to be


historians today.
Students kiss their brains for working hard and
being historians.

Ask students to kiss their big beautiful brains


(something that is a routine in the classroom) for
being great historians.
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)

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